The Relationship between Leadership Styles and Assertiveness … (2).pdf · Rathus Assertiveness...

International Journal of Science Culture and Sport August 2016 : 4 (Special Issue 1) ISSN : 2148-1148 Doi : 10.14486/IntJSCS530

Copyright©IntJSCS (www.iscsjournal.com) - 11

Field : Physical Education, Sport Psychology

Type : Research Article

Recieved:17.01.2016 - Accepted:13.04.2016

The Relationship between Leadership Styles and Assertiveness

of Physical Education Teachers

Serdar SUCAN1, Mehmet Behzat TURAN

1, Osman PEPE

1, Barış KARAOĞLU

1,

Doğan DOĞAN2

1Erciyes University Physical Education and Sport Department, Kayseri, TURKEY 2South Russian University, Institute of Management Business and Law, RUSSIA

Email: [email protected]

Abstract

The aim of this research is to detemine the relationship between physical education teachers’

leadership styles and assertiveness. Research, education in the academic year 2015-2016 in

Kayseri working, ranging from 25-53 years, men and women, a total of a hundred and forty-

three volunteers participated in a physical education teachers. For this purpose “Multifactor

Leadership Questionnaire-MLQ 5X3” which was developed by Bernard Bass ve Bruce

Avolio (1995) and “Rathus Assertiveness Inventory” which was developed by Rathus S.

(1973). For analysis of the data, t test, ANOVA test, Tukey test and Spearman correlation

analysis were used and p<0.05 level of significance was searched. According to our findings;

significant dissimilarities were found between transformational leadership styles and ages.

Furthermore, significant relationships were found between physical education teachers’

leadership styles and assertiveness.

Keywords: leadership styles, assertiveness, physical education, teacher

Special Issue on the Proceedings of the 5th ISCS Conference – Part A August 2016


Introduction

People interested in transportation, higher performance of their vision to higher standards and

personalities is defined as the normal boundaries upgrade leadership, isteklendirme,

interpersonal behavior and expressed in the communication process. Leaders influence people

around them and making them voluntarily in their particular behavior is capable of providing

(Huczynsky et al., 1991; Mullins, 2005). In recent years, made studies on teacher leadership

and discussed the development of the school’s effectiveness has been said and is an important

factor that determines (Harris, 2003; Harris et al., 2008; Sammons et al., 1995; Spillane,

2005). That’s why nowadays modern education approach, teachers have the ability to lead.

Interpersonal communication is a skill that establish, social. Considered a social skill is

assertiveness, has an important role in interpersonal communication (Egan, 1976). In addition,

the format of the assertiveness, the identity of the person and plays an important role in

uncovering the predisposed to the profession. Enterprise behavior to a person's professional

success and increases the constructive in human relationships (Phares, 1976; Beck et al.,

1985; Bulecheck et al., 1995). May be in the form of a behavior is not shy, brash

and assertive. Assertive, contempt of others, recognizing their rights to protect their own

rights of the individual, developed as a way to let all thoughts and feelings clearly, some kind

of interpersonal relationships in the form of a defined format (Alberti et al., 1976) and

individuals were asked to show the enterprise behaviors in relationships (Alberti et al., 1998).

Individuals in a healthy way and help to adapt to society by exploring the capabilities of their

citizens is among the basic purposes of education, ensuring its use as well. In schools,

learning environment makes good taste, establishing healthy relationships with their students,

effective methods and strategies successfully motivates students to learn about using contacts

is usually physical education teachers (Büyükkaragöz et al., 1996). However, teachers,

student behavior to successfully manage human behavior must know good (Güleç, 2004).

Teachers communicate with students healthy, formation of undesirable behavior. Unwanted

behaviors, teachers’ classroom is prohibitive in performing the goals. In addition, teachers’

self-confidence, Burnout, assertiveness etc. features, you can create a source of classroom

discipline problems (Tertemiz, 2001). This type of behavior should be placed in the teacher’s

educational goals. Otherwise unremedied, this behavior can turn into lifelong individuals

would become permanent. Therefore, the theoretical and practical training-teaching physical

education teachers engaged in leadership and assertiveness, teaching-learning process of a

mode of configuring point will provide significant contributions.

The aim of this study is, often with students in educational institutions that communicate

physical education teachers leadership and assertiveness of the format, also teachers

leadership styles and assertiveness of the format of sex, age, marital status and shows changes

compared to the total work is to determine whether the.

Material and Method

Laying down the current state and descriptive quality, this research, in the academic year

2015-2016, in the province of Kayseri who served a total of 143 was made between physical

education teacher. The data is “personal information form”, “Rathus Assertiveness Scale”,

“Multifactor Leadership Questionnaire” gathered with.

International Journal of Science Culture and Sport (IntJSCS), 2016; 4:(SI 1): 11-22


Multifactor Leadership Questionnaire

Bass and Avolio developed inventory (1985), by the “never (1)”, “rarely (2)”, “sometimes

(3)”, “often (4)”, “always (5)” consists of 5 sized 36 questions. Participants, transformational

leadership of “idealized influence attitudes and behavior”, “inspirational motivation”,

“intellectual stimulation” and “individualized consideration” subscales and transactional

leadership of “contingent reward”, “passive management by exception” and “active

management by exception” subscales with laissez-faire leadership to answer questions

prepared to determine the format of misconduct. Cronbach Alpha coefficient in the reliability

analysis of transformational leadership of; individualized consideration subscale to α=.850,

idealized influence attitudes and behavior subscale for α=.900, inspirational motivation

subscale for α=.840, intellectual stimulation subscale as calculated for α=.880; transactional

leadership of contingent reward subscale for α =.870, active management by exception

subscale for α =.740 and passive management by exception subscale for α=.700. Cronbach

Alpha coefficient if laissez-faire leadership, α=.780 are found to be (Bass et al., 1996).

Rathus Assertiveness Scale

Rathus by (1977) to the Turkish adaptation developed and reliability study (Voltan, 1980), six

likert type on the thirty item. Inventory items; it doesn’t fit me at all (-3), doesn’t fit me much

(-2), not me (-1), fits me a little bit (+1), fits me (+2), fits me very well (+3) is scored.

1,2,4,5,9,11,12,13,14,15,16,17,19,23,24,26,30. if the items in the opposite direction points.

Inventory total -90 to +90 and average score in the range +10 and they score above the

assertive, +9 and it is considered as the shy down points level.

Analysis of the Data

The analysis of demographic characteristics number of teachers data (n) and percentage (%)

was given in the distribution. Teachers’ leadership styles and forms of demographic variables

between assertiveness significant difference “t-test” to determine whether used and “ANOVA

test”. ANOVA test was between the difference after which variables to detect the Tukey test

was used. Leadership styles and assertiveness to examine the relationship between Spearman

Correlation test was used. For statistical analysis SPSS 22.0 computer package program is

used and the level of meaningful p<0.05 were considered.

Findings

Physical education teachers participating in the survey 72% male, 58.7% single, 44.8% 30-35

years. Teachers mostly (58%) to adopt the behaviour of the shy (Table 1).

Physical education teachers leadership style points average of Table 2, transformational

leadership of idealized influence attributed subscale maximum (17.69) average score, with

transactional leadership of passive management by exception subscale is lowest (12.88)

average points showed that.



Table 1. Demographic Characteristics of Participants

Variables n %

Gender Male 103 72.0

Famale 40 28.0

Marital status Single 84 58.7

Married 59 41.3

Age

24-29 18 12.6

30-35 64 44.8

36-41 34 23.8

42-47 16 11.2

48-53 11 7.7

Total working years

1-5 87 60.8

6-10 37 25.9

11-15 9 6.3

16-20 10 7.0

Assertiveness Shy 83 58

Assertive 60 42

Table 2. Scores of Physical Education Teachers’ Leadership Style

Subscales of Leadership Styles X Sd

Transformational

Leadership

Individualized Consideration 16,97 1,250

Idealized Influence Attributed 17,69 1,188

Idealized Influence Behavior 17,14 1,265

Inspirational Motivation 16,67 1,378

Intellectual Stimulation 14,28 1,701

Transactional Leadership

Active Management by Exception 13,24 2,110

Passive Management by Exception 12,88 1,431

Contingent Reward 16,06 2,194

Laissez-Faire Leadership 13,74 2,187

Table 3 physical education teachers’ leadership style scores by gender t test results.

Accordingly, the physical education teachers leadership styles do not show significant

difference by gender. The mean score was examined, the dimensions of women’s subscale of

transformational leadership and laissez-faire leadership has high averages than men. The



transactional leadership of passive management by exception and contingent reward subscales

in men, it can be stated that they have higher averages.

Table 3. The Effect of Gender Teacher Leadership Styles

Subscales Of Leadership Styles Gender N X Sd t p

Tra

nsf

orm

ati

on

al

Lea

der

ship

Individualized Consideration Male 103 16,95 ,123

-,315 ,753 Famale 40 17,03 ,201

Idealized Influence

Attributed

Male 103 17,67 ,117 -,361 ,719

Famale 40 17,75 ,189

Idealized Influence Behavior Male 103 17,14 ,123

-,060 ,953 Famale 40 17,15 ,210

Inspirational Motivation Male 103 16,62 ,137

-,695 ,488 Famale 40 16,80 ,215

Intellectual Stimulation Male 103 14,25 ,172 -,307 ,759 Famale 40 14,35 ,252

Tra

nsa

ctio

nal

Lea

der

ship

Active Management by

Exception

Male 103 13,10 ,205 -1,347 ,180 Famale 40 13,63 ,341

Passive Management by

Exception

Male 103 12,97 ,147 1,205 ,230 Famale 40 12,65 ,198

Contingent Reward Male 103 16,07 ,217 ,105 ,917

Famale 40 16,03 ,348

Laissez-Faire Leadership Male 103 13,75 ,224 ,055 ,956

Famale 40 13,73 ,312 *p<0.05

Table 4. Effects of Leadership Styles of Marital Status of Teachers

Subscales of Leadership Styles Marital

Status N X Sd t p

Tra

nsf

orm

ati

on

al

Lea

der

ship

Individualized Consideration Single 84 16,99 ,138 ,183

,855

Maried 59 16,95 ,161

Idealized Influence

Attributed

Single 84 17,76 ,129 ,835

,405

Maried 59 17,59 ,157

Idealized Influence Behavior Single 84 17,01 ,141 -1,449

,150

Maried 59 17,32 ,157

Inspirational Motivation Single 84 16,54 ,145 -1,409

,161

Maried 59 16,86 ,186



Intellectual Stimulation Single 84 14,26 ,179 -,149

,882

Maried 59 14,31 ,235

Tra

nsa

ctio

nal

Lea

der

ship


Exception

Single 84 13,17 ,200 -,527

,599

Maried 59 13,36 ,321


Exception

Single 84 12,90 ,157 ,235

,815

Maried 59 12,85 ,187

Contingent Reward Single 84 16,23 ,228 1,108

,270

Maried 59 15,81 ,303

Laissez-Faire Leadership Single 84 13,95 ,244

1,382 ,169 Maried 59 13,44 ,274

*p<0.05

Table 4 physical education teachers’ leadership style scores by marital status t test results.

Accordingly, the physical education teachers leadership styles do not show significant

difference by marital status. The mean score was examined, physical education teachers

transformational leadership of idealized influence behavior, inspirational motivation,

intellectual stimulation subscales and transactional leadership of active management by

exception subscale in single, it can be stated that they have higher averages. Laissez-faire

leadership score is higher than singles.

Table 5 physical education teachers in leadership style scores by age ANAOVA results.

Analysis results, physical education teachers transformational leadership of inspirational

motivation subscales significant differences between ages. What is the differences between

ages among the groups in order to find, according to the results of the test of Tukey, 48-53

encourage teachers to transformational leadership of inspirational motivation subscale ages

child size points lower than the average of other ages it has been determined that the teacher.

Table 6 physical education teachers leadership style according to the total working years of

ANAOVA results. The results of the analysis, physical education teachers leadership style

according to the difference between total work years. Looking at Table 6, total working time

of 11-15 years is transformational leadership of individualized consideration, idealized

influence behavior and inspirational motivation subscales; total working time of 6-10 years is

transformational leadership of intellectual stimulation subscale; total working time of 16-20

years is transformational leadership of idealized influence attributed subscale showed that

these highest score. Furthermore, total working time of 6-10 years is transactional leadership

of active management by exception, contingent reward subscales and total working time of

11-15 years is transactional leadership of passive management by exception subscale showed

that these highest score. The size of the laissez-faire leadership total working time of 11-15

years with the highest average score.



Table 7 with physical education teachers leadership style of assertiveness, findings relating

correlation between. Looking at Table, teachers’ transformational leadership of individualized

consideration subscale with assertiveness between the size of the medium-level, negative and

significant relationship (r=0.326; p<0.01) and transformational leadership of inspirational

motivation subscale with assertiveness between the size of the low-level, negative and

significant relationship (r=-0.190; p<0.05) showed that. Among the laissez-faire leadership

and assertiveness at low-level, positive and significant relationship (r=-0.172; p<0.05).

Table 5. Results of the Effects of Leadership Styles Age of teachers

Subscales of Leadership Styles Age N X Sd F p

Tra

nsf

orm

ati

on

al

Lea

der

ship

Individualized Consideration

24-29 18 17,00 ,256

1,214 ,308 30-35 64 16,86 ,162 36-41 34 17,06 ,215 42-47 16 17,50 ,342 48-53 11 16,55 ,282

Idealized Influence

Attributed

24-29 18 18,06 ,249

1,681 ,158 30-35 64 17,73 ,141 36-41 34 17,71 ,213 42-47 16 17,63 ,301 48-53 11 16,91 ,415

Idealized Influence Behavior

24-29 18 17,22 ,298

,188 ,945 30-35 64 17,08 ,160 36-41 34 17,26 ,221 42-47 16 17,00 ,289 48-53 11 17,18 ,444

Inspirational Motivation

24-29 18 16,61 ,372

6,738 ,001* 30-35 64 16,64 ,172 36-41 34 17,29 ,177 42-47 16 16,69 ,313 48-53 11 15,00 ,234

Intellectual Stimulation

24-29 18 14,50 ,398

1,824 ,128 30-35 64 14,52 ,215 36-41 34 13,65 ,307 42-47 16 14,13 ,352 48-53 11 14,73 ,428

Tra

nsa

ctio

nal

Lea

der

ship


Exception

24-29 18 12,94 ,424

,476 ,753 30-35 64 13,14 ,249 36-41 34 13,59 ,427 42-47 16 13,50 ,577 48-53 11 12,91 ,563


Exception

24-29 18 12,78 ,222

,194 ,941 30-35 64 12,80 ,194 36-41 34 12,97 ,282 42-47 16 13,00 ,258 48-53 11 13,09 ,392

Contingent Reward 24-29 18 14,78 ,552

2,447 ,052 30-35 64 16,31 ,225 36-41 34 16,41 ,390



42-47 16 16,25 ,622 48-53 11 15,27 ,843

Laissez-Faire leadership

24-29 18 13,17 ,500

,703 ,591 30-35 64 13,70 ,270 36-41 34 13,85 ,368 42-47 16 13,75 ,655 48-53 11 14,55 ,608

*p<0.05

Tablo 6. Results of the Effects of Leadership Styles Total Working Year of Teachers

Subscales of Leadership Styles Total Working

Years

N X Sd F p

Tra

nsf

orm

ati

on

al

Lea

der

ship

Individualized

Consideration

1-5 87 16,92 ,130

,278 ,841 6-10 37 16,97 ,228

11-15 9 17,22 ,494

16-20 10 17,20 ,291

Idealized Influence

Attributed

1-5 87 17,64 ,132

,259 ,855 6-10 37 17,78 ,182

11-15 9 17,56 ,377

16-20 10 17,90 ,407

Idealized Influence

Behavior

1-5 87 17,15 ,140

1,007 ,392 6-10 37 17,24 ,195

11-15 9 17,33 ,471

16-20 10 16,50 ,307

Inspirational Motivation

1-5 87 16,69 ,155

,561 ,642 6-10 37 16,68 ,205

11-15 9 17,00 ,441

16-20 10 16,20 ,416


1-5 87 14,29 ,183

2,100 ,103 6-10 37 14,57 ,275

11-15 9 13,00 ,577

16-20 10 14,30 ,448

Tra

nsa

ctio

nal

Lea

der

ship


Exception

1-5 87 13,23 ,228

1,026 ,383 6-10 37 13,62 ,390

11-15 9 12,56 ,475

16-20 10 12,60 ,371


Exception

1-5 87 12,95 ,164

,283 ,838 6-10 37 12,73 ,228

11-15 9 13,00 ,333

16-20 10 12,70 ,335

Contingent Reward

1-5 87 15,86 ,241

,593 ,621 6-10 37 16,41 ,289

11-15 9 16,22 ,830

16-20 10 16,30 ,932

Laissez-Faire leadership 1-5 87 13,72 ,227 ,524 ,667 6-10 37 13,89 ,373



11-15 9 14,11 ,754

16-20 10 13,00 ,816 *p<0.05

Table 7. The Relationship between Assertiveness and Leadership Styles

**p< 0.01 *p< 0.05

Discussion and Results

Research to obtain data that is used for the purposes of statistics and their analysis findings,

teachers of transformational leadership style and impact on school organization of health

assertiveness format might be a factor. The sample represents a limited universe, used the

research findings could be generalized to all educational institutions are not qualified.

Idealized influence attributed and behavior styles have been charisma are known to the owner

of the natural authority of individuals. This mindset is also examined in the transformational

leadership has revealed the concept of charismatic leadership. Charismatic leaders that there is

a sense of admiration in the face of his subordinates. Charisma, subordinates to be affected as

a result of organizational change is an effective tool for. Nowadays, charismatic leadership

approach, one of the leaders, according to the Attribution Theory in which Charisma

behaviour, perceived as intended to figure out by their subordinates (Conger, 1994). Physical

education teachers, is considered a leader in educational institutions and exhibit their

behavior, both students of the institution they need to achieve their goals has an extremely

Subscales of Leadership Styles Aggression

Tra

nsf

orm

ati

on

al

Lea

der

ship

Individualized Consideration r ,326

**

p ,001

Idealized Influence Attributed r ,029

p ,729

Idealized Influence Behavior r ,046

p ,588

Inspirational Motivation r -,190

*

p ,023


r -,013

p ,874

Tra

nsa

ctio

nal

Lea

der

ship

Active Management by Exception r -,041

p ,624

Passive Management by Exception r ,098

p ,245

Contingent Reward r ,084

p ,319

Laissez-Faire leadership r ,172

*

p ,041



important role in the. Therefore, physical education teachers, students ' grade will increase the

success of the institution will provide the realization and the goals of the school will create an

integrity in the leadership behaviors are extremely important.

Based on our findings, physical education teachers who work in Kayseri, transformational

leadership of idealized influence attributed and behavior feature has been adopted

considerably. The charismatic leadership, educational institutions specified in article space at

physical education teachers can create this result to being observed.

In this study, physical education teachers transformational leadership of inspirational

motivation subscales significant differences between ages and among this diversity that make

up the 48-53 years of transformational leadership of inspirational motivation subscales child

size points lower than the average of other age groups. Accordingly, 48-53 ages of teachers’

goals the students concluded they couldn’t motivate enough. This is because, the people after

the 40’s along with the effect of hormones, frustration, anger, despair and bad mood swings

are sudden changes in behavior and live around the mirrors, and therefore could not motivate

enough people around him.

Leadership, a group of people around a collection of specific purposes and to achieve these

goals is the sum of the knowledge and skills to action them. Transformational leadership, the

leaders and followers of a higher level of morality and is a process of removing the

motivation (Masood et al., 2006). An effective leader, don't convince people, communicating

with them, without affecting the time management and assertiveness are expected with such

behavior (Burnard, 1992; Uyar et al., 1996). Teachers’ transformational leadership in schools,

therefore, behaviors, it is important to bring out.

In this study, physical education teachers transformational leadership of individualized

consideration subscale between assertiveness was found to be positive and meaningful

relationship. Accordingly, the assertive physical education teachers, according to the shy

teachers, students representing the more realistic and friendly against upcoming exhibits the

students expect from their own behavior and students to gain different perspectives on events

that help individuals believe that they were.

In this study, physical education teachers transformational leadership of inspirational

motivation subscale between assertiveness was found to be negative and meaningful

relationship. Accordingly, shy physical education teachers, believe that students in the

achievement of the objectives for the future that they are more motivating individuals.

In this study, physical education teachers laissez-faire leadership between assertiveness was

found to be positive and meaningful relationship. Accordingly, the assertive teachers, left to

their own students, allowing students to do their homework, leaving them alone, we believe

that they are liberal leaders.

Transformational leadership is a leadership style that is considered to be more effective than

other leadership styles. In this study, assertive physical education teachers transformational

and laissez-faire leadership styles was found to adopt more. An ideal leader features include

problem solving, good communication, is expected to show that the behavior of the

enterprise, the results seem to support the literature (Çağlar et al., 2005; Girvin, 1996; Vural,

1997). These results suggest that physical education teachers, who cared about the profession

and yourself, featuring high self-confidence, leadership, human relationships are good, in



fulfilling its functions, the enterprise, the more successful in the society in which they live,

they’re prolific and sought-after profession members.

As a result, the good relations in the education of teachers, happy and can say that they should

be assertive to succeed.

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